표현활동 수업에서 지각된 교수역량과 안녕감과의 관계에서 그릿과 핵심역량의 매개효과

초록

The main purpose of this study were to test whether middle school stu- dents’ grit and core competencies mediate the relationship between per- ceived teaching competency and well-being in expressive activity class, and to investigate its invariance across gender and grade. A total of 538 middle school students completed a set of questionnaires measuring the perception of teaching competency, grit, relationship change, problem solving, communication, and well-being. Data were conducted using de- scriptive statistics, correlation, structural equation modeling, and mul- ti-group analysis. The results of structural equation modeling and multi- group analysis were as follows; First, middle school students’ effort perseverance for learning and in- terpersonal relationship ability positively mediated the relationship be- tween teaching competency and well- being in expressive activity classes. Second, middle school students’ effort perseverance for learning and creative problem solving skills positively mediated the relationship be- tween teaching competency and well-being in expressive activity classes. Third, middle school students’ effort perseverance for learning and em- pathy communication skills positively mediated the relationship between teaching competency and well-being in expressive activity classes. Fourth, middle school students’ consistency of interest for learning and interpersonal relationship ability positively mediated the relationship be- tween teaching competency and well-being in expressive activity classes. Fifth, middle school students’ consistency of interest for learning and creative problem solving skills positively mediated the relationship be- tween teaching competency and well-being in expressive activity classes. Sixth, middle school students’ consistency of interest for learning and empathy communication skills positively mediated the relationship be- tween teaching competency and well-being in expressive activity classes. Seventh, the effects of teaching competency, two components of grit (effort perseverance, consistency of interest), interpersonal relationship ability, creative problem solving skills, and empathy communication skills on well-being were variant across gender. Eighth, the effects of teaching competency, two components of grit (effort perseverance, consistency of interest), interpersonal relationship ability, creative problem solving skills, and empathy communication skills on well-being were variant across grade. These findings suggest that middle school students’ perceptions of teaching competency from their teachers in expressive activity classes can strongly facilitate students’s effort perseverance and consistency of inter- est for learning, interpersonal relationship ability, creative problem solv- ing skills, empathy communication skills, social and psychological well-being.

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